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K-5 READING INTERVENTION HANDBOOK
FY 18
Department of K-12 Curriculum
Department of Exceptional Student Education
Department of Multicultural Education
Department of Safe Schools
1
Table of Contents
Multi-Tiered System of Supports ……………………….. 2
Guidelines for Immediate Intensive Intervention (iii) ……………………….. 3
Identifying a Student’s Need for Intervention ……………………….. 4
K-3 Intervention Flow Charts ……………………….. 5
4-5 Intervention Flow Chart ……………………….. 13
Oral Language Intervention Chart ……………………….. 14
Phonological Awareness Intervention Chart ……………………….. 15
Phonics Intervention Chart ……………………….. 16
Text Processing Intervention Chart ……………………….. 17
Comprehension Intervention Chart ……………………….. 18
Interventions for English Language Learners ……………………….. 19
Interventions for Students with Disabilities ……………………….. 20
Intervention Support Contacts ……………………….. 21
Appendix
Trimester Benchmark Reading Levels ……………………….. 22
Immediate Intensive Intervention (iii) Log ……………………….. 23
2
Multi-Tiered System of Supports (MTSS)
Core Instruction
Tier 1
90 Minute Reading Block
(MRB)
Supplemental
iii*
30 minutes of
supplemental
instruction outside of
the 90 MRB based on
student need.
Students who do not respond to 6-8 weeks of iii in reading will be noted as
not adequately progressing. These students may be referred to the
school’s problem solving team (SBT). Comprehensive data will be examined
and the team will determine action plan.
Formalized
Supplemental
Tier 2
Continue Core (Tier 1)
instruction
Intensive
Tier 3
Continue Core (Tier 1) AND
Formalized Supplemental (Tier 2)
instruction
*Students identified as having a reading deficiency will be provided with immediate
intensive intervention (iii) per Florida Statute 1008.25.
SBT will reconvene in 8-10 weeks (at least 8 data points) to
make decisions about students who do not make
adequate progress in Formalized Supplemental (Tier 2)*.
* The School Based Team (SBT) may decide to develop an Intensive (Tier 3) Intervention Plan. Intensive support is
the most intensive instruction/intervention and should be teacher directed, as well as based upon an individual
student’s specific needs. Intensive support is provided daily in addition to and aligned with core and supplemental
academic and behavior, curriculum, instruction, and supports. Intensifying instruction/intervention should include a
consideration of the following variables: group size, time, intervention integrity, skill/skill set focus, data-based
individualization, and interventionist expertise.
3
Guidelines for Immediate Intensive Intervention (iii)
The State of Florida requires daily classroom instruction in reading in a dedicated, uninterrupted
block of time of at least 90 minutes. This 90 minute reading block (Core/Tier 1/Initial Instruction)
should consist of both whole group instruction and differentiated instruction that is standards-
based and includes different components from a Balanced Literacy framework.
In addition to the Core Instruction (90 minute reading block), a teacher will provide immediate intensive intervention (iii), supplemental instruction, on a daily basis to any student who exhibits a substantial deficiency in reading based upon screening, diagnostic, progress monitoring, or assessment data; statewide assessments, or through teacher observations (Florida Statute 1008.25/House Bill 7069). In grades K-3, students have not yet participated in statewide reading assessments, so teachers can use information from the SDPBC Literacy Assessment System to help identify students with a substantial reading deficiency. In grades 4-5, students who scored Level 1 or 2 on the previous year’s Florida Standards Assessment (FSA) English Language Arts (ELA) are considered to have a reading deficiency. A school may not wait for a student to receive a failing grade at the end of a grading period to identify the student as having a substantial reading deficiency and initiate intensive reading interventions (House Bill 7069). Immediate intensive intervention (iii) must be provided daily for all students who have been identified with a reading deficiency. This intervention includes evidence-based strategies, programs, or systems and must be in a smaller group setting for an additional 30 minutes outside of the 90 minute reading block for kindergarten to grade 5. Any student in kindergarten through grade 3 who exhibits a substantial deficiency in reading must be provided intensive, explicit, systematic, and multisensory reading interventions immediately following the identification of the reading deficiency (House Bill 7069). A tool for progress monitoring for iii is selected by the teacher. This tool will be used to progress monitor at least monthly. Some students may require more frequent progress monitoring. There must be a minimum of 6-8 weeks of iii (6-8 data points) prior to referring a student to School Based Team (SBT). Evidence of progress monitoring is documented on the student’s Immediate Intensive Intervention (iii) Log (p. II) and brought to the initial SBT meeting. Each student receiving iii should have a Progress Monitoring Plan (PMP). A federally required student plan such as an Individual Education Plan (IEP) or English Language Learner (ELL) plan may meet the progress monitoring criteria of a PMP. (See K-12 Student Progression Plan for more information). Parents must be notified if a student has a reading deficiency and is receiving intervention (iii). In grades K-3, the reading deficiency letter must be sent home to parents (Florida Statute 1008.25). Students must continue to be provided with iii until the reading deficiency is remediated as measured by multiple sources of student data (e.g., SDPBC Literacy Assessment System, diagnostics, classroom and state assessments).
4
Identifying a Student’s Need for Intervention
We begin this problem solving process by assessing students to determine areas that pose a barrier to acceleration. The areas of literacy development to be assessed include oral language, phonological awareness, phonics, text processing, and comprehension.
Oral Language- the way we use spoken words to express knowledge, ideas, and feelings.
Phonological Awareness- the awareness of words, rhyming words, onsets and rimes, syllables, and individual sounds (phonemes).
Phonics- the knowledge of letter sound relationships and how they are used in reading and writing.
Text Processing (includes fluency and vocabulary)- the actions used when reading continuous text to solve words/vocabulary, monitor/self-correct, search for and use information, maintain fluency and adjust for purpose and genre.
Comprehension (includes vocabulary)- the ability to understand: within (literal), beyond (inferential), and about (analytical) the text.
Refer to the grade level specific Intervention Decision Tree charts below to determine the area of literacy to target for growth and support for the student’s intervention. These color coded charts will help support your problem solving.
5
FY18 Kindergarten Intervention Decision Tree
Does your FLKRS (STAR Early Literacy) data* and/or
district data (use decision tree guide below) show
that the student has a substantial deficiency in
reading?
NO Intervention is not needed.
YES Immediate Intensive Intervention (iii) is required.
Analyze the SDPBC Literacy Assessment subtests, the RRR, and other data
sources to determine primary area to target for growth and support.
Phonological
Awareness
Phonics &
Word Recognition Text Processing
Phonics and Word Analysis Subtests Reading Running Record (RRR)
Part 1 Oral Reading and
Fluency
Part 2
Comprehension
Rhyming
Blending Assessment
Segmenting
Assessment
Oral Language
Uppercase &
Lowercase Letter
Recognition
Beginning Sound
Recognition
High Frequency
Words
Phonograms List #1
Comprehension
Oral Language Assessment
6
FY18 Kindergarten Intervention Decision Tree Guide
The following chart is a resource to help identify students who may be at-risk and in need of intervention. The
numbers in the chart are minimal expectations for that time of year.
Assessment Beginning of
Year
(Aug./Sept.)
End of 1st
Trimester
(Nov.)
End of 2nd
Trimester
(Feb.)
End of 3rd
Trimester
(May)
Oral Language Assessment 1 2-3 4-5 6-7
Phonological Awareness: Rhyming n/a 5 8 10
Phonological Awareness: Blending n/a 5 8 10
Phonological Awareness:
Segmenting
n/a 5 8 10
Upper Case Letter Recognition &
Lower Case Letter Recognition
12 18-29 30-41 52
Beginning Sound Recognition** 3 9-13 15-19 19
High Frequency Words n/a 5 15 25
Phonogram List #1 n/a n/a 6 12
Text Processing
(Review data from Part 1 of RRR)
n/a A B-C D-E
Comprehension
(Review data from Part 2 of RRR)
n/a A B-C D-E
The rhyming subtest is a new required test for kindergarten students in FY18.
* All kindergarten students will be screened using the STAR Early Literacy Assessment within the first 30 days of school as a part of
FLKRS. Students who score 497-529 may need intervention. Students who score 438-496 most likely will need intervention. Students
who score 437 and below will need intervention. Teachers should follow-up with the assessments from our SDPBC Literacy Assessment
to determine if intervention is needed and the area of need. Prior to beginning the intervention process with ELLs, you must first
determine if the reading deficiency is due to the lack of English Language proficiency, or a true reading deficiency. For more
information, refer to the Intervention for English Language Learners section.
**Dual Language Programs: See the benchmarks below for the “Initial Syllables” assessment in the Spanish Literacy Assessment
System.
Initial Syllables** 1 2-4 5-7 8
7
FY18 First Grade Intervention Decision Tree
Does your data (use decision tree guide below) show
that the student has a substantial deficiency in
reading? NO
Intervention is not needed.
YES Immediate Intensive Intervention (iii) is required.
Analyze the SDPBC Literacy Assessment subtests, the RRR, and other data
sources to determine primary area to target for growth and support.
Phonological
Awareness
Phonics &
Word Recognition Text Processing
Phonics and Word Analysis Subtests Reading Running Record (RRR)
Part 1 Oral Reading and
Fluency
Part 2
Comprehension
Blending
Assessment (if needed)
Segmenting
Assessment (if needed)
Oral Language
Uppercase &
Lowercase Letter
Recognition (if needed)
Beginning Sound
Recognition (if needed)
High Frequency
Words
Phonograms Lists
#1-#4
Comprehension
Oral Language Assessment
8
FY18 First Grade Intervention Decision Tree Guide
The following chart is a resource to help identify students who may be at-risk and in need of intervention. The
numbers in the chart are minimal expectations for that time of year.
Assessment Beginning of
Year
(Based upon data
from May of
Kindergarten)
End of 1st
Trimester
(Nov.)
End of 2nd
Trimester
(Feb.)
End of 3rd
Trimester
(May)
Oral Language Assessment 6-7 8-10 11-13 14-15
Phonological Awareness: Blending 10 If student has not mastered, continue to assess.
10
Phonological Awareness:
Segmenting
10 If student has not mastered, continue to assess.
10
Upper Case Letter Recognition &
Lower Case Letter Recognition
52 If student has not mastered, continue to assess.
52
Beginning Sound Recognition** 19 If student has not mastered, continue to assess.
19
High Frequency Words 25 50 75 100
Phonogram List #1 12 20 If student has not mastered,
continue to assess.
Phonogram List #2 n/a 5 12 20
Phonogram List #3 n/a 5 12 20
Phonogram List #4 n/a 5 12 20
Text Processing
(Review data from Part 1 of RRR)
D-E F G-H I-J
Comprehension
(Review data from Part 2 of RRR)
D-E F G-H I-J
**Dual Language Programs: See the benchmarks below for the “Initial Syllables” assessment in the Spanish Literacy
Assessment System.
Initial Syllables** 8 If student has not mastered, continue to assess.
8
9
FY18 Second Grade Intervention Decision Tree
Does your data (use decision tree guide below) show
that the student has a substantial deficiency in
reading? NO
Intervention is not needed.
YES Immediate Intensive Intervention (iii) is required.
Analyze the SDPBC Literacy Assessment subtests, the RRR, and other data
sources to determine primary area to target for growth and support.
Phonological
Awareness
Phonics &
Word Recognition Text Processing
Phonics and Word Analysis Subtests Reading Running Record (RRR)
Part 1 Oral Reading and
Fluency
Part 2
Comprehension
Blending
Assessment (if needed)
Segmenting
Assessment (if needed)
Oral Language
Uppercase &
Lowercase Letter
Recognition (if needed)
Beginning Sound
Recognition (if needed)
High Frequency
Words
Phonograms Lists
#1-#4 (if needed)
Comprehension
Oral Language Assessment
(if needed)
10
FY18 Second Grade Intervention Decision Tree Guide
The following chart is a resource to help identify students who may be at-risk and in need of intervention. The
numbers in the chart are minimal expectations for that time of year.
Assessment Beginning of
Year
(Based upon data from
May of 1st Grade)
End of 1st
Trimester
(Nov.)
End of 2nd
Trimester
(Feb.)
End of 3rd
Trimester
(May)
Oral Language Assessment 14-15 If student has not mastered, continue to assess.
15
Phonological Awareness: Blending If student has not mastered, continue to assess.
10
Phonological Awareness:
Segmenting
If student has not mastered, continue to assess.
10
Upper Case Letter Recognition &
Lower Case Letter Recognition
If student has not mastered, continue to assess.
52
Beginning Sound Recognition If student has not mastered, continue to assess.
19
High Frequency Words 100 125 150 175
Phonogram List #1 If student has not mastered, continue to assess.
20
Phonogram List #2 20 If student has not mastered, continue to assess.
20
Phonogram List #3 20 If student has not mastered, continue to assess.
20
Phonogram List #4 20 If student has not mastered, continue to assess.
20
Text Processing
(Review data from Part 1 of RRR)
I-J K L M-N
Comprehension
(Review data from Part 2 of RRR)
I-J K L M-N
11
FY18 Third Grade Intervention Decision Tree
Does your data (use decision tree guide below) show
that the student has a substantial deficiency in
reading?* NO
Intervention is not needed.
YES Immediate Intensive Intervention (iii) is required.
Analyze the SDPBC Literacy Assessment subtests, the RRR, and other data
sources to determine primary area to target for growth and support.
Phonological
Awareness
Phonics &
Word Recognition Text Processing
Phonics and Word Analysis Subtests (if needed)
Reading Running Record (RRR)
Part 1 Oral Reading and
Fluency
Part 2
Comprehension
Blending
Assessment
Segmenting
Assessment
Oral Language
Uppercase &
Lowercase Letter
Recognition
Beginning Sound
Recognition
High Frequency
Words
Phonograms Lists
#1-#4
Comprehension
Oral Language Assessment (if needed)
*Retained grade 3 students with an FSA ELA score of a Level 1 are required
to have immediate intensive intervention (iii).
12
FY18 Third Grade Intervention Decision Tree Guide
The following chart is a resource to help identify students who may be at-risk and in need of intervention. The
numbers in the chart are minimal expectations for that time of year.
Assessment Beginning of
Year
(Based upon data from
May of 1st Grade)
End of 1st
Trimester
(Nov.)
End of 2nd
Trimester
(Feb.)
End of 3rd
Trimester
(May)
Oral Language Assessment If student has not mastered, continue to assess.
15
Phonological Awareness: Blending If student has not mastered, continue to assess.
10
Phonological Awareness:
Segmenting
If student has not mastered, continue to assess.
10
Upper Case Letter Recognition &
Lower Case Letter Recognition
If student has not mastered, continue to assess.
52
Beginning Sound Recognition If student has not mastered, continue to assess.
19
High Frequency Words 175 If student has not mastered, continue to assess.
175
Phonogram List #1 If student has not mastered, continue to assess.
20
Phonogram List #2 If student has not mastered, continue to assess.
20
Phonogram List #3 If student has not mastered, continue to assess.
20
Phonogram List #4 If student has not mastered, continue to assess.
20
Text Processing
(Review data from Part 1 of RRR)
M-N N-O O-P P-Q
Comprehension
(Review data from Part 2 of RRR)
M-N N-O O-P P-Q
13
4-5 Intervention Flow Chart
Did the student score a Level 3 or above on the
Florida Standards Assessment Level (FSA) English
Language Arts Assessment (ELA)?
YES Intervention is not needed.
NO Immediate Intensive Intervention (iii) is required.
Analyze the SDPBC Literacy Assessment subtests and the RRR
to determine primary area to target for growth and support.
Phonological
Awareness
Phonics Text Processing
Phonics and Word Analysis Subtests (if needed)
Reading Running Record (RRR)
Part 1 Oral Reading and
Fluency
Part 2
Comprehension
Blending
Assessment
Segmenting
Assessment
Oral Language
Uppercase &
Lowercase Letter
Recognition
Beginning Sound
Recognition
High Frequency
Words
Phonograms Lists
Comprehension
Oral Language Assessment (if needed)
14
O
ral L
angu
age
Ph
on
olo
gica
l Aw
aren
ess
SDPBC Literacy Assessment Systems (Screening)
Core Instruction (90 Minute Reading Block)
Supplemental Instruction (iii or RtI)
Progress Monitoring for Supplemental Instruction (iii
or RtI)
Oral Language Assessment Additional Assessments for English Language Learners (ELLs):
ACCESS for ELLs 2.0
Which May Include:
Read Aloud
Whole Class Conversation
Shared Reading
Small Group Instruction (shared reading, read aloud, guided reading, emergent storybook reading)
Mini Lesson
Conferring
Emergent Storybook Reading (K/1)
Interactive Writing
Mondo Oral Language Chart Record of Oral Language Assessment (however, it cannot be administered more than once a month)
OLLIE (contact the ESE Department for more information)
OLLIE Progress Monitoring Tool (however, it cannot be administered more than once a month)
Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address oral language.
Record of Oral Language Assessment (however, it cannot be administered more than once a month)
DUAL LANGUAGE PROGRAMS
Oral Language Assessment (Spanish) Which May Include:
Read Aloud
Whole Class Conversation
Shared Reading
Small Group Instruction (shared
reading, read aloud, guided
reading, emergent storybook
reading)
Mini Lesson
Conferring
Emergent Storybook Reading (K/1)
Interactive Writing
Mondo Oral Language Chart (Spanish)
Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address oral language.
Record of Oral Language Assessment (however, it cannot be administered more than once a month)
Oral Language Intervention Chart
ssds
15
Ph
on
olo
gica
l Aw
are
ne
ss
Ph
on
olo
gica
l Aw
aren
ess
SDPBC Literacy Assessment Systems
(Screening)
Core Instruction (90 Minute Reading Block)
Supplemental Instruction (iii or RtI)
Progress Monitoring for Supplemental Instruction
(iii or RtI)
Blending
Segmenting
Rhyming (Grade K)
Optional Assessments in the Benchmark Assessment System:
o Initial Sounds (Picture Cards)
Which May Include:
Shared Reading
Word Study
Interactive Writing
Small Group Instruction (shared reading and word study)
Florida Center for Reading Research (FCRR) aimsweb DIBELS Next Easy CBM
FUNdations Intervention (K-2nd ) FUNdations Progress Monitoring Tool aimsweb DIBELS Next Easy CBM
i-Ready tools for instruction to support small group
instruction and intervention.
aimsweb
DIBELS Next
Easy CBM
Wilson (2nd-5th) Just Words (4th & 5th)
aimsweb DIBELS Next Easy CBM
Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address phonological awareness.
aimsweb DIBELS Next Easy CBM Phonics Lessons Assessments
DUAL LANGUAGE PROGRAMS
Blending
Segmenting
Rhyming (Grade K)
Optional Assessments in the Benchmark Assessment System:
o Initial Syllables (Picture Cards)
Which May Include:
Shared Reading
Word Study
Interactive Writing
Small Group Instruction (shared reading and word study)
Istation Español Teacher Resources lessons
to support small group instruction and
intervention
Other evidence-based programs or
strategies, in addition to the 90 minute
reading block and in a smaller group setting,
that address phonological awareness
Istation Español On Demand Assessments
Phonic lessons Assessments
(Spanish)
Phonological Awareness Intervention Chart
ssds
16
Ph
on
ics
P
ho
no
logi
cal A
war
enes
s
SDPBC Literacy Assessment Systems
(Screening)
Core Instruction (90 Minute Reading Block)
Supplemental Instruction (iii or RtI)
Progress Monitoring for Supplemental
Instruction (iii or RtI) Uppercase Letter Recognition
Lowercase Letter Recognition
Beginning Sound Recognition
High Frequency Words
Phonogram Lists
Optional Assessments in the Benchmark Assessment System:
o Writing Picture Names
o Consonant Blends o Vowel Clusters o Word Features
Which May Include:
Shared Reading
Word Study
Small Group Instruction (Word Study, Interactive Writing, Guided Reading, and Shared Reading)
Interactive Writing
Florida Center for Reading Research (FCRR)
aimsweb DIBELS Next Easy CBM
FUNdations Intervention (K-2nd) FUNdations Progress Monitoring Tool aimsweb DIBELS Next Easy CBM
i-Ready tools for instruction to support small group instruction and intervention.
aimsweb DIBELS Next Easy CBM
Leveled Literacy Intervention (LLI) LLI Reading Running Record
Wilson (2nd-5th) Just Words (4th & 5th)
aimsweb DIBELS Next Easy CBM
Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address phonics.
aimsweb DIBELS Next Easy CBM Phonics Lessons & Word Study Lessons Assessments RtI Daily Planner Phonics Assessments (iii only)
DUAL LANGUAGE PROGRAMS Uppercase Letter Recognition
Lowercase Letter Recognition
Beginning Sound Recognition
High Frequency Words
Phonogram Lists
Optional Assessments in the Benchmark Assessment System:
o Writing Picture Names o Consonant Blends o Diphthongs o Word Features
Which May Include:
Shared Reading
Word Study
Small Group Instruction (Word Study, Interactive Writing, Guided Reading and Shared Reading
Interactive Writing
Soluciones Literacy Intervention (K-2)
Istation Español Teacher Resources lessons to support small group instruction and intervention
Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address phonological awareness
Soluciones Progress Monitoring Assessments
Istation Español On Demand Assessments
Phonic and Word Study Lessons Assessments
(Spanish)
Phonics Intervention Chart
ssds
17
Text
Pro
cess
ing
(in
clu
de
s fl
ue
ncy
an
d v
oca
bu
lary
)
Ph
on
olo
gica
l Aw
aren
ess
SDPBC Literacy Assessment Systems
(Screening)
Core Instruction (90 Minute Reading
Block)
Supplemental Instruction (iii or RtI)
Progress Monitoring for Supplemental
Instruction (iii or RtI)
Early Literacy Behaviors
High Frequency Words
Reading Running Record (Part 1- Oral Reading)
Optional Assessments in the Benchmark Assessment System:
o Six Dimensions of Fluency Rubric
o Vocabulary in Context
Which May Include:
Shared Reading
Small Group Instruction (Guided Reading and Strategy Group)
Interactive Writing
Word Study
Mini Lesson
Florida Center for Reading Research (FCRR) aimsweb DIBELS Next Easy CBM
i-Ready tools for instruction to support small group instruction and intervention.
aimsweb DIBELS Next Easy CBM
Great Leaps (fluency only) Great Leaps Progress Monitoring Tool
Leveled Literacy Intervention (LLI) LLI Reading Running Record
Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address text processing.
aimsweb DIBELS Next Easy CBM Informal Reading Running Records
DUAL LANGUAGE PROGRAMS
Early Literacy Behaviors
High Frequency Words
Reading Running Record (Part 1- Oral Reading)
Optional Assessments in the Benchmark Assessment System:
o Six Dimensions of Fluency Rubric
o Vocabulary in Context
Which May Include:
Shared Reading
Small Group Instruction (Guided Reading and Strategy Group)
Interactive Writing
Word Study
Mini Lesson
Soluciones Literacy Intervention (K-2)
Istation Español Teacher Resources lessons to support small group instruction and intervention
HELPS (fluency only/grades 2-5)
Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address text processing
Soluciones Progress Monitoring Assessments
Istation Español On Demand Assessments
HELPS Progress Monitoring Assessments
Informal Reading Running Records
Text Processing Intervention Chart
ssds
18
C
om
pre
he
nsi
on
(in
clu
de
s vo
cab
ula
ry)
P
ho
no
logi
cal A
war
enes
s
SDPBC Literacy Assessment Systems
(Screening)
Core Instruction (90 Minute Reading Block)
Supplemental Instruction (iii or RtI)
Progress Monitoring for Supplemental Instruction
(iii or RtI) Reading Running
Record (Part 2- Comprehension Conversation)
Which May Include:
Shared Reading
Read Aloud
Small Group Instruction (Guided Reading and Strategy Lessons)
Mini Lesson
Conferring
Emergent Storybook Reading (K/1)
Florida Center for Reading Research (FCRR)
aimsweb DIBELS Next Easy CBM
i-Ready tools for instruction to support small group instruction and intervention.
aimsweb DIBELS Next Easy CBM
Leveled Literacy Intervention (LLI)
LLI Reading Running Record
Read Works (www.readworks.org) aimsweb MAZE DIBELS Next Daze Easy CBM Read Works Leveled Passages
Strategic Instruction Model (4th & 5th) aimsweb DIBELS Next Easy CBM
Other evidence-based programs or strategies, in addition to the 90 minute reading block and in a smaller group setting, that address comprehension.
aimsweb DIBELS Next Easy CBM RtI Daily Planner Retell Rubric for Fiction and Nonfiction (iii only)
DUAL LANGUAGE PROGRAMS
Reading Running Record (Comprehension)
Which May Include:
Shared Reading
Read Aloud
Small Group Instruction (Guided Reading and Strategy Group)
Mini Lesson
Conferring
Emergent Storybook Reading (K/1)
Soluciones Literacy Intervention (K-2)
Istation Español Teacher Resources lessons to support small group instruction and intervention
Soluciones Progress Monitoring Assessments
Istation Español On Demand Assessments
Comprehension Intervention Chart
ssds
19
Interventions for English Language Learners (ELLs)
It is important to note that prior to beginning the intervention process with ELLs, you must first determine
if the reading deficiency is due to the lack of English Language proficiency, or a true reading deficiency.
However, we cannot wait until students are completely proficient in English before providing additional
support in reading. If it is determined that a student has a reading deficiency, they require iii. Intervention
Instruction during iii must include evidence-based programs and/or strategies documented in the
students’ Individual ELL plan. Intervention instruction should be provided using multiple sources of
student data such as the English Language Development Continuum (ELDC), ACCESS for ELLs 2.0, SDPBC
Literacy Assessment System, diagnostics, classroom and/or state assessments.
If the reading deficiency is evident in the student’s native language, then the student would benefit most
from the intervention provided in their native language. If it is determined that the student does not have
a reading deficiency in their native language it is not necessary to provide a reading intervention. Instead,
instruction must focus on the four domains of language development in order to increase English language
development while providing equal access to content.
Resources for Professionals working with English Language Learners:
RtI2 Developing a Culturally and Linguistically Responsive Approach to Response to Instruction
& Intervention (RtI2) for English Language Learners.
Webinar: Developing a Culturally and Linguistically Responsive Approach to Response to
Instruction & Intervention (RtI2) for ELLs
20
Interventions for Students with Disabilities (SWDs)
Immediate intensive intervention (iii) must be provided for Students with Disabilities if the student is
performing below grade level. Exceptional Student Education (ESE) services during Core instruction do
not replace iii. Intervention instruction must include evidence-based programs and/or strategies that
align with the student’s IEP goals and address their skill gaps. The intervention teacher will select a
progress monitoring tool that aligns to the intervention and will monitor a minimum of once a month.
Students with Disabilities receiving iii should have a Progress Monitoring Plan (PMP) if the student is performing below grade level in an area that is not addressed in the IEP. A federally required student plan such as an Individual Education Plan (IEP) plan may meet the progress monitoring criteria of a PMP if the
deficiency is specifically addressed in the IEP. In grades K-3, the reading deficiency letter needs to be sent home to parents. Students must continue to be provided with iii until the reading deficiency is remediated as measured by multiple sources of student data (e.g., SDPBC Literacy Assessment System, diagnostics, classroom, state assessments).
Intervention Contact List
iii Guidelines
o Diane Jacobitti, Specialist, K-12 Curriculum [email protected], 434-8866 (PX 48866)
o Kristen Rulison, K-5 Literacy Program Planner, K-12 Curriculum
[email protected], 432-6345 (PX 86345)
Intervention for Students with Disabilities
o Jennifer Bigos, Manager, Exceptional Student Education
[email protected], 357-7561 (PX 47561)
o Kimberly Doyle, Specialist, Exceptional Student Education [email protected], 434-8895 (PX 48895)
Intervention for English Language Learners & Dual Language Programs
o Aimee White, Program Planner, Multicultural Education [email protected], 649-6840 (PX 46840)
o Lisa Capra, Dual Language Specialist, Multicultural Education
[email protected], 434-8251 (PX 48251)
RtI: Formalized Tier 2 and Formalized Tier 3
o Carrie Rullo, Specialist, Safe Schools
[email protected], 494-1594 (PX 81594)
o Lisa Robol, Specialist, Safe Schools
[email protected], 494-1477 (PX 81477)
FUNdations and Wilson Support
o Kristin Wysong, Resource Teacher, Exceptional Student Education
[email protected], 434-8377 (PX 48377)
Leveled Literacy Intervention (LLI) Support
o Diane Jacobitti, Specialist, K-12 Curriculum [email protected], 434-8866 (PX 48866)
o Linda Golightly, Specialist, K-12 Curriculum
[email protected], 434-8806 (PX 48806)
Supplemental Academic Instruction (SAI) Support
o Diane Jacobitti, Specialist, K-12 Curriculum [email protected], 434-8866 (PX 48866)
o Linda Golightly, Specialist, K-12 Curriculum
[email protected], 434-8806 (PX 48806)
Trimester Benchmark Reading Levels The School District of Palm Beach County
This document serves as a guideline for aligning the Student Progression Plan with the Report Card. Many additional factors should be considered as referenced on the grade level charts contained in the Student Progression Plan when determining the performance code for the report card. All benchmark levels indicate independent reading levels. The chart below should be used to define grade level text for that time of the year. The Continuum of Literacy Learning is a resource for teachers to use to gather multiple pieces of evidence that a student
can think within (literal), beyond (inferential), and about (analytical) the text for that time of the year. In order to be proficient, a student must demonstrate skill/concept development that is beginning to meet “grade level standards” in grade level text of all genres for that time of the year.
EX – Exemplary: Demonstrates broad in-depth skill/concept development that most often exceeds grade level standards (cognitive complexity higher than the standard) in grade level text for that time of the year (see chart above). PR – Proficient: Demonstrates skill/concept development that meets grade level standards in grade level text for that time of the year (see chart above) AP – Approaching: Demonstrates skill/concept development that is beginning to meet grade level standards ND – Needs Development: Demonstrates skill/concept development that is significantly below grade level standards
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Student Name: ___________________________ Student Number: _________________
Grade: _______ RRR Ind. Level: ______ RRR. Inst. Level: _______ FSA Score: ______
Area of Growth: oral language phonological awareness phonics text processing comprehension
Intervention/Strategy: _____________________________________________________
Progress Monitoring Tool: __________________________________________________
Indicate the date of the week in the first column and place initials in the appropriate fields under each day
column that you worked with the student. Please enter progress monitoring results in the score column. Progress
monitoring for iii can occur weekly, bi-weekly or monthly.
Date MON. TUES. WED. THURS. FRI. Score
Date of Start Week
Date of Start Week
Date of Start Week
Date of Start Week
Date of Start Week
Date of Start Week
Date of Start Week
Date of Start Week
Date of Start Week
Date of Start Week
Key
SA= Student Absent SN= Student Not Available
TA= Teacher Absent TN= Teacher Not Available NS= No School
Additional Notes:
Progress Monitoring Log
immediate intensive intervention (iii)
Completed By: _______________________ Title: ____________________ Goal: ____________
Please use PBSD Form #2318 for formalized Supplemental or Intensive interventions (Tier 2 or Tier 3).